Effects of cognitive control strategies on coding learning outcomes in early childhood

Wang, Lin; Shi, Donglin; Geng, Fengji; Hao, Xiaoxin; Fu, Chengxin; Li, Yan

doi:10.1080/00220671.2022.2074946

Cited by 3 publications

(2 citation statements)

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“…The purpose of coding education for young children is to teach them more about coding than how to program like adults. One goal of early coding education is to promote the development of computational thinking, which refers to the comprehensive ability to design systems, solve problems, and analyze human behaviors by drawing on the concepts fundamental to computer science (Wang et al, 2022). Children's coding skills are defined as the capacity to manipulate actual items to address issues utilizing techniques and concepts from programming (Wang et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring Children’s Coding Process Through ScratchJr in Early Childhood

ÖZEL

2023

BUEFAD

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Technology integration has become an essential part of education, and educational technology has incorporated with coding and programming even in early childhood. Even though there is research about early childhood teachers’ perceptions about coding, there has been a lack of resources on how to explore young children’s coding process. Therefore, this study aims to explore children’s coding process through ScratchJr. This study was designed as qualitative research. Data was collected from 52 students through ScratchJr and observation form in public kindergartens in Burdur. Each child had a 30-minute session to complete the coding project. Afterward, these data were analyzed by applying content analysis and found seven themes: ‘proceed with the purpose’, 'interests towards the application’, 'usage period of application’, ‘ability to follow the instructions, ‘curiosities during the application use’, 'non-instructional activities’, ‘exploring the detail features of the application’. As a result, it has been observed that preschool children have a high interest in practice. Most children used their time sessions in full. In fact, some children wanted to extend it. Only six children wanted to finish the application much earlier than their time. In addition, the majority completed the process efficiently based on their purpose by discovering the details of the application and associating it with real life, without losing their sense of curiosity from the first instructions until the end of the process. Finally, it was revealed that some children discovered new features and exhibited their creativity in non-instructional practice.

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Section: Introductionmentioning

confidence: 99%

Exploring Children’s Coding Process Through ScratchJr in Early Childhood

ÖZEL

2023

BUEFAD

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“…Another factor that has been examined as a potential predictor of programming language acquisition is cognitive control strategies (e.g., Wang et al, 2022). Cognitive control strategies refer to a group of mental processes that individuals use to modulate certain cognitive activities to achieve external goals (Diamond, 2013).…”

Section: Non-linguistic Predictors Of Success In Learning Computer Pr...mentioning

confidence: 99%

Cognitive Predictors of Student Success in the Acquisition of Computer Programming

Egan

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In our technology-driven society, computer programming skills are becoming increasingly essential. I examine whether participants' semantic and syntactic abilities are associated with their achievement in a computer science course. The main study recruited 81 participants and used a battery including CASL, KBIT, and a demographic questionnaire to identify predictive factors. Programming experience and grades were also assessed via demographic questionnaire.The results revealed that syntactic (but not semantic) abilities in English emerged as strong predictors of success in learning programming. Participants who were strong in the syntactic domain were the ones who achieved the highest proficiency in programming languages. The emergence of linguistic syntactic skill as transferable to the domain of computer programming acquisition has practical implications for educators and researchers alike, endeavoring to enhance computer science education. The current study aims to contribute to pedagogical strategies and stimulate further investigation of the cognitive predictors pertinent to programming language acquisition.

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Do 3–8 Years Old Children Benefit From Computational Thinking Development? A Meta-Analysis

Wang,

Chan,

et al. 2024

Journal of Educational Computing Research

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The interest in Computational Thinking (CT) development among young learners increases with the number of studies located in literature. In this study, a meta-analysis was conducted to address two main objectives: (a) the effectiveness of empirical interventions on the development of CT in children aged of 3–8 years; and (b) the variables that influence the effectiveness of the interventions. Following PRISMA procedures, we identified 17 empirical studies with 34 effect sizes and 1665 participants meeting the inclusion criteria from Web of Science database. Overall, we found a statistically significant large effect size (d = .83 [95% CI: 730, .890]; p < .001) on the CT development of 3–8 years old children, which provides empirical support for having young children to engage in CT experiences. The effect size was significantly influenced by moderating variables including gender, scaffolding, and education level. Intervention length showed a marginally significant effect. Therefore, educators could refer to the significant moderators when designing tailored interventions for CT development in early childhood education while a call for more empirical studies of CT development in young children is proposed.

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Effects of cognitive control strategies on coding learning outcomes in early childhood

Cited by 3 publications

References 73 publications

Exploring Children’s Coding Process Through ScratchJr in Early Childhood

Exploring Children’s Coding Process Through ScratchJr in Early Childhood

Cognitive Predictors of Student Success in the Acquisition of Computer Programming

Do 3–8 Years Old Children Benefit From Computational Thinking Development? A Meta-Analysis

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